This study analyzes the emerging use of artificial intelligence tools by medical students during the study of human anatomy subject, within the context of a new medical school located in the far north of Chile. A structured survey was applied with closed, ordinal, and Likert scale questions, aimed at first year students during the second semester of 2024. The objective was to assess perceptions, frequency of use, perceived benefits, and relatioship between artificial intelligence and the bioethical and gender approaches in anatomical education. The results reveal a spontaneous and growing use of generative artificial intelligence models, such as ChatGPT®, Gemini®, and Claude®, used as a complement to traditional and digital resorces, including printed atlases, 3D software, and virtual reality devices. A generally positive perception was observed regarding the impact of these technologies on the understanding of human morphology. However, gaps were identified in the curricular integration of content related to bioethics and gender, especially in terms of critical reflection on the use of artificial intelligence in anatomical study contexts. Likewise, important differences were found in the perception of these approaches according to the gender of the respondents. The discussion explores the implications of synchronous artifical intelligence integration in virtual reality, augmented reality, and extended reality platforms, such as the case of 3D Organon®, which incorporates intelligent tutors and inmersive collaborative environments. This phenomenon opens up new pedagogical possibilities, yet also raises ethical and formative challenges that require institutional attention. The findings suggest an urgent need to strengthen the humanistic approach in anatomy teaching and promote the development of a critical, equitable, and contextualized medical education in response to the advancement of artificial intelligence.

KEY WORDS: Human anatomy; Artificial intelligence; Medical education; Bioethics; Gender.